Nursery apprentice level 2 or 3 the cabin tavistock

Summary

We are seeking a dedicated Nursery apprentice to join our team at a vibrant nursery setting. The ideal candidate will have passion for working with children and creating a nurturing environment for their development. You must be willing to crawl on the floor with our babies or go on adventures to the woods with our explorers.

Wage

£10,816 for your first year, then could increase depending on your age

National Minimum Wage rate for apprentices

Training course Early years practitioner (level 2)

Hours 4 days per week between the hours of 8.00am and 6.00pm.

26 hours a week

Start date

Tuesday 1 September 2026

Duration

1 year

Positions available

2

Work

Most of your apprenticeship is spent working. You’ll learn on the job by getting hands-on experience.

What you'll do at work

• To work with children
• To attend all training as set out in your training agreement
• To complete all assignments set on time
• To work as part of the team
• To attend associated training deemed appropriate by the manager in consideration of your individual needs and wishes
• To liaise with mentor and manager. 
• Contribute to good standards of safety, hygiene and cleanliness in the nursery
• Undertake such other duties and responsibilities of an equivalent nature, as may be determined by the trainee’s supervisor from time-to-time
• Carry out duties at all times in compliance with the nursery’s equal opportunities policy
• Look upon the nursery as a "whole" to consider where your skills can be best utilised. Be constantly aware of the individual needs of all children
• Respect the confidentiality of all information received
• Ensure the provision of a high-quality environment to meet the needs of all individual children
• Develop and maintain strong partnerships and communications with parents/carers to facilitate day-to-day caring and early learning needs
• Be aware of the community profile of the nursery and uphold its standards at all times
• Be aware of all emergency and fire evacuation procedures
• Be aware of sections 7 and 8 of the Health and Safety at Work Act 1974:
  - Employees have a duty to take reasonable care for the health and safety of themselves and others who may be affected by their acts or omissions whilst at work. This extends to co-operating to enable the employer to fulfil its legal duty
  - No person shall intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions
• Understand that, as part of training, you will be required to work across the nursery rooms

Where you'll work

COURTLANDS ROAD
TAVISTOCK
PL19 0EF

Training

Apprenticeships include time away from working for specialist training. You’ll study to gain professional knowledge and skills.

Training provider

REALISE LEARNING AND EMPLOYMENT LIMITED

Training course

Early years practitioner (level 2)

What you'll learn

• Support babies and young children through a range of transitions and significant events. e.g moving onto school, moving house or the birth of a sibling.
• Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them. Types of abuse including: domestic, neglect , physical, emotional, and sexual abuse.
• Identify risks and hazards in the provision and during off site visits relating to both children and staff and visitors and follow reporting procedures.
• Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
• Use equipment, furniture and materials safely and securely, following the manufacturers’ instructions and provision’s requirements.
• Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).
• Promote health and wellbeing in the provision by encouraging babies and young children to consume healthy, balanced and nutritious meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.
• Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth and hair and rest and sleep provision.
• Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes verbal and non-verbal communication.
• Extend children’s development and learning through verbal and non-verbal communication.
• Encourage babies and young children to use a range of communication methods.
• Use a range of appropriate communication methods to share information with children, parents or carers and other professionals.
• Work with colleagues to identify and plan educational programmes to support children’s holistic development through a range of play, creativity, social development and learning.
• Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities.
• Observe children, assess, plan and record the outcomes, share results accurately and confidentially in line with expected statutory and the provision’s requirements.
• Use learning activities to support early language development.
• Support children’s early interest and development in mark making, writing, reading and being read to.
• Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
• Support the graduated approach for the assessment, planning, implementation and reviewing of each baby’s and young child's individual plan for their care and participation.
• Work in ways that value and respect the developmental needs and stages of babies and children.
• Use feedback and mentoring or supervision to identify and support areas for development, goals and career opportunities.
• Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress.
• Work alongside parents or carers and recognise their role in the baby or child’s health, well-being, learning and development.
• Encourage parents or carers to take an active role in the baby's or child’s care, play, learning and development.
• Demonstrate how to share information with parents or carers about the importance of healthy, balanced and nutritious diets for their child, looking after teeth and being physically active.
• Support babies and young children through a range of transitions and significant events. e.g moving onto school, moving house or the birth of a sibling.
• Recognise when a child is in danger, at risk of serious harm or abuse and explain the procedures to be followed to protect them. Types of abuse including: domestic, neglect , physical, emotional, and sexual abuse.
• Identify risks and hazards in the provision and during off site visits relating to both children and staff and visitors and follow reporting procedures.
• Use prevention and control of infection techniques for hand washing and food preparation and hygiene, deal with spillages safely, safe disposal of waste, using correct personal protective equipment.
• Use equipment, furniture and materials safely and securely, following the manufacturers’ instructions and provision’s requirements.
• Encourage children to be aware of personal safety and the safety of others and develop personal hygiene practices (including oral hygiene).
• Promote health and wellbeing in the provision by encouraging babies and young children to consume healthy, balanced and nutritious meals, snacks and drinks appropriate for their age and be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors.
• Carry out respectful care routines appropriate to the development, stage, dignity and needs of the child, including eating (feeding and weaning or complementary feeding), nappy changing procedures, potty or toilet training, care of skin, teeth and hair and rest and sleep provision.
• Communicate with all children, including those for whom English is an additional language and those with additional needs, in ways that will be understood. This includes verbal and non-verbal communication.
• Extend children’s development and learning through verbal and non-verbal communication.
• Encourage babies and young children to use a range of communication methods.
• Use a range of appropriate communication methods to share information with children, parents or carers and other professionals.
• Work with colleagues to identify and plan educational programmes to support children’s holistic development through a range of play, creativity, social development and learning.
• Implement and review activities to support children’s play, creativity, social development and learning and clear up after activities.
• Observe children, assess, plan and record the outcomes, share results accurately and confidentially in line with expected statutory and the provision’s requirements.
• Use learning activities to support early language development.
• Support children’s early interest and development in mark making, writing, reading and being read to.
• Support children’s interest and development in mathematical learning including numbers, number patterns, counting, sorting and matching.
• Support the graduated approach for the assessment, planning, implementation and reviewing of each baby’s and young child's individual plan for their care and participation.
• Work in ways that value and respect the developmental needs and stages of babies and children.
• Use feedback and mentoring or supervision to identify and support areas for development, goals and career opportunities.
• Work co-operatively with colleagues, other professionals and agencies to meet the needs of babies and young children and enable them to progress.
• Work alongside parents or carers and recognise their role in the baby or child’s health, well-being, learning and development.
• Encourage parents or carers to take an active role in the baby's or child’s care, play, learning and development.
• Demonstrate how to share information with parents or carers about the importance of healthy, balanced and nutritious diets for their child, looking after teeth and being physically active.

Training schedule

Training will take place within setting with support from manager and Mentor.

The learning provider will agree a training schedule to include online learing, webinars, wrtitten and spoken work as well as observations and 1:1 assessments.

More training information

Addtional training including safeguarding and first aid will be provided.

Requirements

Desirable qualifications

GCSE in:

• English (grade 4)
• Math (grade 4)

Share if you have other relevant qualifications and industry experience. The apprenticeship can be adjusted to reflect what you already know.

Skills

• Communication skills
• Attention to detail
• Problem solving skills
• Number skills
• Team working
• Initiative
• Patience
• Physical fitness

Other requirements

• A Disclosure and Barring Service (DBS) check is required for this post
• Two references